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Results for “Learning Disabilities”

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PubMed2002

Profiles of learning disability subtypes in a retrospective sampling of adolescents' scores on the Woodcock-Johnson Psycho-Educational Battery-Revised.

This study was an effort to subtype adolescents' learning disabilities using scores on the Woodcock-Johnson Psycho-Educational Battery-Revised. A cluster analysis of 88 cases classified as learning disabled and 75 as nonlearning disabled was conducted to characterize subtypes. Two distinct subtypes emerged for the group while one for the nonlearning disabled group was identified. A multivariate analysis of variance to test for differences in scores among the identified subtypes yielded significant differences, suggesting that these students had two specific types of learning disorders. Cross-validation is essential.

Adolescent↗
PubMed1993

Bias in learning disabilities placement.

A nationally representative sample of 20,614 eighth grade students was examined for bias in placement decisions for children said to have learning disabilities. Factors investigated for bias were race, sex, and socioeconomic status. Path analysis showed significant and direct paths from sex and race to placement, controlling for socioeconomic status, academic ability, and behavioral competency. Boys were overrepresented in such classes beyond what their somewhat lower academic and behavioral competencies would predict. Caucasians were similarly overrepresented controlling for other variables in the model. It appears that boys and Caucasians are overrepresented in learning disabilities placements on a national scale even when other contributing factors are controlled.

Bias↗
PubMed1995

Linking the needs of students with learning disabilities to a whole language curriculum.

As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum.

Curriculum↗
PubMed1988

Construct validity of neuropsychological instrumentation with a learning disabled population.

The construct validity of the Reitan-Indiana Neuropsychological Test Battery (R-INB)for Children with a learning disabled population was examined. Forty-two subjects classified as learning disabled also were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and Wide Range Achievement Test (WRAT) subtests. Factor analysis of the data revealed four factors: verbal intelligence, psychomotor speed, achievement, and memory. Evidence from this study indicates that the overall construct paradigm as conceptualized by the author of the R-INB does not exist. Implications of these findings are discussed.

Journal Article↗
PubMed1983

Activity group counseling for learning-disabled children with behavior problems.

One of the most difficult problems confronting occupational therapists, teachers, and parents in dealing with latency-age learning-disabled children is handling oppositional behavior. Pre-adolescent boys, in particular, frequently have difficulty working cooperatively in a group, relating to peers, staying with a task, and seeing the consequences of their actions. This paper provides a rationale for treatment of children in groups and describes the development and early results of an activity group approach to counseling learning-disabled children with behavior problems using Gazda's developmental model. Group members showed improved ability to relate with siblings and peers; more mature and cooperative behavior; greater independence and impulse control; and increased verbal expression of anger. Parent and teacher feedback on behavior changes was positive.

Adolescent↗
PubMedDate not supplied

Neuropsychological aspects for evaluating learning disabilities.

This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement.

Child↗
PubMedDate not supplied

The challenges of change for learning disabilities nurses.

In the past ten years there have been many changes in care provision for people with learning disabilities. This article outlines the changes and discusses the impact they have had on the learning disability nurse's role.

Clinical Competence↗
PubMed1994

A guide to the diagnosis of learning disabilities in deaf and hard-of-hearing children and adults.

This article provides a guide to psychological tests and test procedures recommended for diagnosing learning disabilities in deaf and hard-of-hearing youth and adults. Tests are evaluated relative to their usefulness with deaf and hard-of-hearing persons in school and rehabilitation settings. These data provide the basis for recommendation of a battery of tests for use by school, vocational, and general psychologists in evaluating deaf and hard-of-hearing youth and adults for learning disabilities.

Adolescent↗
PubMed1993

Neuroleptics, learning disability, and the community: some history and mystery.

Recent papers have again highlighted the consistently high use of neuroleptic agents among people with a learning disability, despite the lack of good evidence to support their role in this population for behaviour management and despite the risks of such medication. Evidence suggests, however, that prescribing habits have remained relatively unchanged; the reasons for this are poorly understood. Given the lack of understanding about the factors contributing to such drug use, and the possibility that use of neuroleptics will increase as people with learning disabilities move into the community, there seems a clear need for clinical guidelines to cover the prescribing and monitoring of neuroleptics within this group. Such guidelines should also ensure that reviews, using reliable measures of treatment efficacy, are carried out regularly.

Antipsychotic Agents↗
PubMedDate not supplied

Drug administration in day centres for people with learning disabilities.

A study was made of the problems associated with the need to administer medicines at day centres for people with learning disabilities. In Leicestershire, 167 (13%) of 1317 people with learning disabilities who attended day centres required the administration of medicines. The percentage of attenders requiring drug administration varied from day centre to day centre (minimum 4%, maximum 23%). Antiepileptics were the most commonly administered drugs, followed by antipsychotics. The administration of medicines took up a significant amount of time for senior members of the day centre staff and had a great potential for errors. In only 32 cases was it deemed essential that the drug administration occurred at the day centre.

Day Care, Medical↗
PubMed1993

The speech-language pathologist's role in an interdisciplinary approach to learning-disabled children.

Individual and environmental factors or characteristics influence disabled learners, particularly in reference to language disorders. An interaction of various fields is needed to minimize the impact of learning disabilities on a child's education and subsequent ability to communicate successfully. Various components of communication are affected by the inability to decode and encode language. Language areas most greatly influenced by learning disabilities are discussed.

Auditory Perception↗
PubMed1984

Human figure drawing ability and vestibular processing dysfunction in learning-disabled children.

Explored the relationship between vestibular function as measured by duration of postrotary nystagmus and human figure drawing ability in 40 children labeled as learning disabled. Regression analysis revealed that the variable of chronological age shared the most variance with human figure drawing scores. Postrotary nystagmus durations also shared a significant amount of variance with human figure drawing scores, while the variables of IQ and sex were nonsignificant. The results provide additional support for the assertion that some learning-disabled children evidence deficits in vestibular processing ability and that these deficits may affect performance on cognitive-perceptual tasks.

Child↗
PubMed1994

Mother-child teaching strategies and learning disabilities.

The teaching strategies used by mothers of sons with learning disabilities (LD) (n = 30) and normally achieving sons (NLD) (n = 30) were examined. The children were matched for age (8- to 11-year-olds) and for parents' socioeconomic status. The behavior of mother-child pairs was videotaped in a teaching task that was constructed to resemble a homework assignment. The results showed that the mothers of children with LD used fewer high-level strategies, and their total time used in teaching was less than that of the mothers of NLD children. The mothers of children with LD exhibited more dominance and less emotionality and cooperation than did the mothers of NLD children; however, the mothers did not differ in task motivation. The children with LD seemed to have more inactive learning strategies, evident in their weaker initiative and greater dependence on their mothers. Analyses concerning the variation of maternal strategies within the LD group revealed that the mothers' motivation, combined with their emotionality and proportion of high-level strategies, had a strong positive association with their children's success in learning.

Affect↗
PubMed1976

Selective attention in children with learning disabilities.

49 children, aged 11 to 14 yr., a learning disabled group and a normal group, performed a primary, reading-like, card-sorting task. After they completed the primary task, they were tested for memory of incidental materials presented during learning. While the normal children showed better recall of incidental materials related to the primary task, 24 children with disabilities showed superior recall of material irrelevant to the primary task. The results were discussed in terms of alternative "motivational" and "developmental lag" interpretations.

Achievement↗
PubMed2006

Empowering words, disempowering actions: an analysis of interactions between staff members and people with learning disabilities in residents' meetings.

BACKGROUND: This study examined power dynamics in verbal interactions between care staff and people with learning disabilities. METHOD: Recordings of residents' meetings in a group home for people with learning disabilities were examined. RESULTS: The analysis showed some of the ways in which power was exercised in verbal interactions between care staff and residents. It was found that staff adopted various techniques to guide the discussion and produce certain kinds of statements and decisions. It could be said that in these cases, the staff were having to decide between two or more conflicting institutional objectives. CONCLUSION: The effect was that staff contributions sometimes produced interactional patterns which were contrary to the goal of encouraging the residents to speak up and have more say in the management of their home.

Aged↗
PubMed2001

Knowledge and attitudes of high school pupils towards peers' attention deficit and learning disabilities.

The purpose of this study was to investigate pupils' knowledge and attitudes in the areas of attention deficit and hyperactivity (ADHD) and learning disabilities (LD). One hundred and four high school pupils in Holon (Israel) were interviewed and anonymously completed a questionnaire on these conditions. Pupils' knowledge on the topic of ADHD was low (62%); they showed a better knowledge about LD (75%). They showed a partially tolerant attitude (62.7%) towards pupils suffering from ADHD; on the other hand, they had a somewhat more positive and perceptive attitude (74.1%) towards peers diagnosed as learning disabled. Pupils' attitudes became more perceptive with increasing age. There was no correlation between pupils' knowledge and attitude. Pupils had learned about these two handicapped conditions from various sources; TV (66.3%), newspapers (63.5%) and school (53.8%), while physicians and nurses occupied the 5th and last place. Information about these two disabilities (ADHD and LD) should be added to the curriculum and be taught by qualified specialists, as there is an obvious statistically deficient knowledge in these areas.

Adolescent↗
PubMed1994

Treatment of a man with a mild learning disability who was sexually assaulted whilst in prison.

The aim of this study is to describe the psychological effects on a man with a mild learning disability who was sexually assaulted whilst in prison, and the treatment which was carried out. J. suffered Post-Traumatic Stress Disorder (PTSD), as defined in DSM-III-R, combined with associated features of depression and anxiety. Treatment involved imaginal exposure to the assault, followed by systematic desensitization to the traumatic experience of imprisonment preceding the assault. Activities were also carried out to develop J.'s self-esteem, coping strategies and anxiety management. The successful outcome of treatment is discussed in relation to models of emotional processing. Some discrepancies between scores on self-evaluation questionnaires and behavioural observations raise issues concerning the best way of assessing treatment outcome for people with learning disabilities.

Adult↗